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HANA: Humanities and Academic Narratives in Education
Published by Asosiasi Asesmen Pendidikan
ISSN : -     EISSN : 31237045     DOI : https://doi.org/10.63203/hana.
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media Other
HANA: Humanities and Academic Narratives in Education is a scholarly journal that publishes research, conceptual studies, and academic reflections in the fields of humanities and education. HANA: Humanities and Academic Narratives in Education publishes scholarly works that explore the role of humanities in shaping educational identity, values, and practices. The journal focuses on studies in language, literature, culture, philosophy, history, art, human values, and their relevance in educational contexts. It also welcomes interdisciplinary perspectives connecting humanities with narrative, literacy, cultural representation, aesthetic learning, digital transformation, and humanistic approaches to education.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 14 Documents
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Asal Usul Etnis Betawi di Jakarta: Kajian Historis dan Sosio-Kultural Annisa Hendini; Zahra Putri Rahma Aliya; Aisyah Nur Syifa; Tesi Safitri; Eka Heriyani
HANA: Humanities and Academic Narratives in Education Vol. 2 No. 1 (2026): HANA: Humanities and Academic Narratives in Education
Publisher : Asosiasi Asesmen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63203/hana.v2i1.491

Abstract

Keberadaan etnis Betawi sebagai masyarakat asli Jakarta tidak terlepas dari proses sejarah yang panjang serta dinamika sosial-budaya yang kompleks. Namun, modernisasi dan globalisasi menghadirkan tantangan bagi pelestarian identitas budaya Betawi, sehingga penelitian ini menjadi penting. Penelitian ini bertujuan untuk menganalisis asal-usul etnis Betawi serta mengkaji bagaimana budaya mereka berkembang dan bertahan di era modern. Studi ini menggunakan pendekatan kualitatif dengan metode naratif. Data dikumpulkan melalui wawancara mendalam dengan informan terpilih dan didukung oleh studi pustaka yang relevan. Hasil penelitian menunjukkan bahwa etnis Betawi terbentuk dari akulturasi berbagai kelompok etnis yang tinggal di Batavia sejak abad ke-17, termasuk kelompok Melayu, Arab, Tionghoa, dan Eropa. Perpaduan budaya ini telah membentuk karakteristik khas dalam hal bahasa, pakaian adat, kuliner, kesenian, dan tradisi sosial. Selain itu, meskipun dihadapkan pada modernisasi, budaya Betawi tetap bertahan melalui adaptasi dan upaya pelestarian budaya berbasis komunitas. Implikasi penelitian ini menyoroti pentingnya memperkuat kesadaran budaya dan strategi pelestarian guna mempertahankan identitas Betawi sebagai bagian tak terpisahkan dari warisan budaya Jakarta.
Pelestarian Dodol Betawi di Era Modern Shinta Ady Saputri; Rahning Nilam Timur; Dewi Sasmita; Melina Lestari
HANA: Humanities and Academic Narratives in Education Vol. 2 No. 1 (2026): HANA: Humanities and Academic Narratives in Education
Publisher : Asosiasi Asesmen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63203/hana.v2i1.494

Abstract

Dodol Betawi merupakan makanan khas Betawi yang telah lama dikenal dan memiliki nilai budaya. Penelitian ini bertujuan untuk mengetahui bagaimana Dodol Betawi dilestarikan di era modern. Penelitian ini menggunakan pendekatan kualitatif dengan metode naratif. Subjek penelitian ini adalah seorang pembuat sekaligus penjual Dodol Betawi yang berdomisili di kawasan Condet, Jakarta Timur. Peneliti melakukan wawancara mendalam mengenai relevansi pembuatan Dodol Betawi dalam upaya pelestariannya di era modern. Hasil penelitian menunjukkan adanya variasi tanggapan terkait pembuatan Dodol Betawi, yang melibatkan proses rumit serta keterampilan khusus yang diwariskan secara turun-temurun. Proses tersebut mencakup pemilihan bahan baku, teknik memasak yang khas, serta metode pengemasan yang unik. Dodol Betawi umumnya disajikan sebagai hidangan istimewa dalam pesta, acara adat, dan hari raya; selain itu, masyarakat Betawi juga berupaya melestarikannya di era modern melalui penyelenggaraan Festival Budaya Condet.
Relationship Between the Frequency of Reading English Texts and Students’ English-Speaking Skills Fitri Suryani; Nia Liska Saputri
HANA: Humanities and Academic Narratives in Education Vol. 2 No. 1 (2026): HANA: Humanities and Academic Narratives in Education
Publisher : Asosiasi Asesmen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63203/hana.v2i1.589

Abstract

Despite years of formal English instruction, many Indonesian senior high school students remain reluctant and unable to speak English fluently, largely due to limited exposure to authentic language input outside the classroom. Although reading is a readily accessible source of such input, its specific contribution to speaking performance has rarely been examined empirically at the senior high school level in Indonesia, leaving a gap in understanding how reading frequency in particular relates to oral proficiency. This study investigated the relationship between the frequency of reading English texts and students' English speaking skills at An Nur Aliyyah Senior High School, using a quantitative correlational design. The sample consisted of 30 eleventh-grade students selected through purposive sampling from a population of 76. Reading frequency was measured using a 30-item Likert-scale questionnaire, while speaking skills were assessed through an oral test covering pronunciation, intonation, accuracy, comprehension, and fluency. Data were analyzed using descriptive statistics, Pearson Product-Moment correlation, and t-test analysis. Results showed a positive and significant correlation between reading frequency (M = 66.00) and speaking skills (M = 77.66), with reading frequency accounting for 64.7% of the variance in speaking performance (t = 7.16 > 1.70, p < 0.05). These findings suggest that integrating reading activities into English instruction can support the development of students' speaking proficiency.
Generative AI-Assisted Writing in Indonesian Language Education: A Systematic Literature Review of Process Pedagogy, Critical Literacy, and Academic Integrity Zathu Restie Utami
HANA: Humanities and Academic Narratives in Education Vol. 2 No. 1 (2026): HANA: Humanities and Academic Narratives in Education
Publisher : Asosiasi Asesmen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63203/hana.v2i1.606

Abstract

Generative artificial intelligence (GenAI) has rapidly entered writing classrooms, yet its educational value depends on whether it supports or bypasses the intellectual work of composing. This systematic literature review synthesizes 20 peer-reviewed international journal articles published between 2022 and 2025 to identify how GenAI, educational chatbots, digital multimodal composing, and critical digital literacy can inform Indonesian language education. A transparent search and screening protocol was applied to journal articles concerned with language learning, writing development, feedback, multimodal composition, authorship, equity, and academic integrity. The thematic synthesis produced five findings. First, GenAI can assist brainstorming, genre modelling, language reformulation, and formative feedback, particularly when students remain responsible for planning and revision. Second, process-based designs are more educationally defensible than product substitution because they make decision making and authorship visible. Third, hallucination, bias, privacy, overdependence, and unreliable AI-detection systems require explicit critical AI literacy. Fourth, multimodal and narrative research indicates that technology should strengthen meaning, cultural voice, and audience awareness rather than reward surface polish. Fifth, equitable implementation requires flexible access, teacher mediation, and assessment that values evidence, reflection, and revision history. Based on these findings, the article proposes a five-stage HUMAN-AI writing cycle for Indonesian language classrooms: human grounding, purposeful prompting, evidence checking, authorial reconstruction, and reflective disclosure. The framework positions GenAI as a supervised dialogic resource, not a substitute author.

Page 2 of 2 | Total Record : 14

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